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GCSE COURSES 2014 - 2017 · 7 Classics Opting for Classical subjects – Latin, Greek and Classical...
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GCSE COURSES
2014 - 2017
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Third, Fourth and Fifth Form Courses
2014 – 2017
On entry to the Third Form, all pupils currently follow a course, which leads to either the General
Certificate of Secondary Education (GCSE) examination or, with Maths, English Language, Geography and
the Sciences, an international GCSE (IGCSE). These are three-year courses, which need to be chosen with
care in consultation with the school. Careers staff are available to help pupils make an informed choice; it is
seldom possible or desirable to make a change in a pupil's academic programme once begun.
In addition to their examination subjects, all pupils will continue with Religious Education; Personal, Social
and Health Education and Citizenship (PSHE); Physical Education and Games, and an Electives programme of
non-examined options.
All pupils will take the core subjects of Mathematics, English Language and English Literature, Biology,
Chemistry and Physics, together with four subjects from the list below:
Art & Design
Classical Civilization
Computing
Drama & Theatre Arts
Food Technology or Product Design
French
Geography
German
History
Latin or Latin & Greek
Music
Religious Studies: Philosophy & Applied Ethics
Spanish
Sports Studies
We recommend that pupils study:
at least one Foreign Language (French, German, Spanish, Latin or Latin & Greek);
at least one of Geography/ History/ Philosophy and Applied Ethics.
This options system is designed to enable students to study a balanced, broadly-based, academic curriculum,
largely in tune with the National Curriculum. Most of our GCSE students go on to study for A Levels and
eventually for a degree. The options available at University depend upon the choice of A Level subjects and
on the breadth of GCSE subjects and therefore we aim to help maintain breadth with these options.
The Core
All pupils will study Mathematics, English, English Literature, a Language and Science.
I.GCSE Mathematics
At Reigate Grammar School, the majority of our students will sit I.GCSE Higher Tier Mathematics at the
end of the fifth form. However, our top sets may be entered early in May of the fourth form. The
examination consists of two written papers, both with calculators. There is no controlled assessment
component for this examination.
Students who complete their IGCSE early will be given the opportunity to study Mathematics to a higher
level during the fifth year. They follow an AO (additional) Mathematics course.
I.GCSE English and GCSE English Literature
This course leads to two certificates, with English Language and English Literature being taught concurrently.
Students are in mixed ability sets and are all entered for the Higher Tier papers in each subject at the end of
the fifth year. The courses follow National Curriculum guidelines, with IGCSE English tested by 100%
examination, whereas GCSE English Literature is assessed through 75% examination and 25% controlled
assessment.
Students will develop the critical reading skills necessary to explore and appreciate literature. They will also
learn to craft their written language precisely and effectively. Opportunities to develop speaking and listening
skills will play a significant part in developing the students’ understanding and expertise in the subject. They
will study literature from different literary periods in the form of plays, poetry and novels, as well as short
story fiction, and be given opportunities to respond creatively and analytically to what they read. In addition,
an array of non-fiction text will be explored from the rhetoric of ancient societies to writing on the web.
I.GCSE Science
At Reigate Grammar School we sit IGCSE sciences. All students have to study the three separate sciences.
Languages
All students must choose at least one language from a choice of French, German, Latin, Latin & Greek or
Spanish.
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Art and Design (Fine Art)
What is Art and Design all about?
Exam Board: Edexcel
GCSE Fine Art is for those pupils who have a real passion and enthusiasm for art. The course aims to
develop student’s creative and imaginative ability and the practical skills for communicating innovative ideas.
They will be encouraged to investigate, analyse, experiment and explore through a broad range of materials
techniques and processes aimed at developing aesthetic understanding and producing young people with
enquiring minds who have increasing independence. It is also vital that the students develop cultural
knowledge and understanding of art and the use of media and technologies used in different times, contexts
and societies.
The students studying art for GCSE will be encouraged to work in a broad range of disciplines including
painting, printmaking, sculpture, photography and other lens based media. The use of ICT through art is
encouraged and used to support their ideas.
How is the course structured?
The course will be taught over three years. The first year of the course will introduce students to a broad
range of materials, techniques and processes. They will experience intensive workshops in printmaking,
painting, photography, 3 Dimensional work and Ceramics. This is aimed at empowering the pupils, so that
they are able to take their personal ideas forward with confidence.
In the Fourth and Fifth Form they will develop their own ideas and produce two in depth projects; however
all the work produced over the three year course will constitute a personal portfolio.
Unit 1: Personal Portfolio in Art and Design.
The portfolio is coursework produced over the three year course and it is constructed from two major
theme based projects, set by the teacher and is worth 60% of the overall grade.
They will also have an externally set exam; this is given out in the January of the Fifth Form and the exam is
usually held in April.
Unit 2: Externally Set Assignment.
What about exams?
The exam is theme based and set by the exam board. Students have approximately 20 hours of preparation,
this includes lesson time. The students then have 10 hours to produce a final outcome/s under controlled
conditions.
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What about coursework?
The pupils will work on two theme based projects over the course. Usually these themes are
Surfaces/Natural forms and Identity. The students are introduced to a wide variety of materials techniques
and processes and encouraged to develop their own ideas within the given theme. All work in class time
and homework goes towards the personal portfolio, which is 60% of the overall grade.
We aim to create an environment in the Art Department where all students feel supported and encouraged
to take risks. Students are encouraged to develop personal attributes including self-confidence, resilience,
perseverance, self-discipline and commitment. Art is in no way an easy option and students who opt for
GCSE Art will be expected to produce a substantial body of work to a very high standard.
What other skills might I develop?
The skills acquired are universal and life long, but those students who wish to enter the competitive creative
industries, GCSE Art is essential.
Careers involving art: Artist, Architecture, Graphic Design, Fashion, Advertising, Interior Design, Set Design
for Film and Theatre, Animation, Textile Design, Illustration, Gallery Curator, Games Design, Photographer,
Jewellery Design and of course teaching, just to name a few!
If you wish to know more information about the course please speak to Mrs E Burns, Head of Art.
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Examples of the GCSE exhibition held at the end of May in the art rooms, and work in progress.
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Classics Opting for Classical subjects – Latin, Greek and Classical Civilization
Most of you have now been studying Latin for two years, but Greek is new to you. Latin, Greek and
Classical Civilization can be studied at GCSE level; Latin and Classical Civilization are GCSE options within
the system; Greek is taught at an accelerated level within GCSE Latin for those who want to take both. It is
aimed specifically at the most able. There is no coursework in any Classical subject.
Learning about language is important. Latin and Greek can help you to think about the workings of your
own language, and, of course, language is vitally important in the development and education of everyone.
The higher, more complex levels of the English language are similar in many respects to Latin and Greek. If
you want to communicate successfully, fluently and persuasively - and all the professions involve written or
spoken communication - then Latin and Greek are very relevant subjects.
Learning about their civilization and culture is important too: what the Greeks and Romans achieved in
these areas form the basis of much of our thinking. Studying the Ancient World of Greece and Rome gives
a great deal of help in dealing profitably with many aspects of modern society. Why? The reason is that
much of the original thinking and development of modern institutions began in Greece and Rome -
government and democracy, cities and citizenship, politics, theatre and drama, architecture and town
planning, to name but a few. Classical Civilization embraces those and many other topics.
The following quotations are extracted from "Classics in the Market Place", a study which documents
employers' attitudes to those who have done Classics. Given the positive image which employers have of
Classicists, it is clear that the study of Classics is not a barrier to progress in further education and,
ultimately, employment, but indeed a definite advantage.
“The strength of Classics is that you are doing something intellectually rigorous … it has a logical approach, like
Maths.”
Industrialist
“Classics produces highly trained minds and a logical approach.”
Accountancy firm
“The study of Classics makes you analytical and gives you breadth in viewing situations; logical reasoning and
numeracy go with this. Clear thinking, the ability to order material, to adapt to different situations … all these things
are what employers are looking for.”
Careers adviser
“Classics produces an ordered mind, an ability to present cases precisely and concisely.”
Automotive Industry
The study of Classics helps you to communicate more effectively, broadens your understanding of the world
in which we live and its past, and trains you to think more methodically and logically. These are all good
reasons for taking Classics courses. However, the main reason for choosing Classics is the best reason for
choosing any subject - because you find it stimulating, interesting, exciting and challenging. That is the path
to success.
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Latin
Suppose that I carry on with Latin. What's in the GCSE course?
If you enjoy the study of languages but like to study the whole culture as well, then Latin is for you. The
third year brings such fascinating topics as the Roman army, the Roman baths at Aquae Sulis, Roman religion
and, of course, Roman roads. There is a trip to Bath to see the well preserved Roman baths (illustrated
below) and in learning about the Romans in Britain you will learn about this country’s history, too. The
study of the language brings huge benefits: it will enrich your vocabulary, help you to understand the
structure of other languages and it will help you to reason and think in a logical way. Being able to include
Latin on your CV is impressive. You will be able to join us on the biennial trip to Greece or Italy.
Throughout the Fourth Form, we continue to use the Cambridge Latin Course. By the end of the fourth
form, you will have completed your study of the language, in that there are no new major linguistic
structures or vocabulary to encounter in order to be ready for the GCSE examination. Now, practice at
handling the genuine language is required. You are reading and understanding Latin literature written by
Romans, rather than the ‘synthetic’ Latin of the earlier stories. Appropriately, in preparation for this, the
setting of the course is Rome itself, and particularly the corruption and cynicism of the court of the harsh
emperor Domitian. Again, the stories are based around the activities of historical individuals - Salvius again,
Haterius, a building contractor, ambitious for social advancement, and Epaphroditus, the powerful chief of
the secret police.
For GCSE itself, a number of passages of Latin literature are studied: the historian Tacitus, chronicler of the
evil reign of the emperor Nero, who murdered his mother; the poet Virgil, and his tale of how Troy was
taken by the trick of the Wooden Horse, and how the hero Aeneas won and broke the heart of the African
Queen Dido; Catullus, with his pithy, and rude, poems about his friends and enemies, and the decline and fall
of his love life.
The final examination comprises 50% literature prepared in class and 50% language work.
Greek
If your Latin is thriving you may wish to add Greek as well and enjoy the extra challenge of studying Latin
and Greek in the same timetable allocation as that normally given to Latin. The Romans paid the Greeks
the compliment of adopting their myths and imitating their literature, sculpture and architecture; so that the
study of Greek rounds off the study of Classics and makes it complete. The Greek language will hugely
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extend your horizons; the willingness to work hard if you undertake Latin combined with Greek is definitely
a ‘must’. The Department will advise you if it feels that adding Greek could compromise your Latin grade.
We use a variety of course books, from the very traditional to the very modern. The aims are not
dissimilar to those of the Cambridge Latin Course – language acquisition through stories, some study of
Greek life and History, though with more of the traditional elements of Classical teaching: the study of
grammar and translation from English into Greek.
Within four terms of starting the subject, pupils are reading original Greek literature – extracts from
Herodotus’ weird and wonderful history of the Greek world. Greek literature studied in recent years
includes Homer’s Odyssey, Xenophon’s racy narratives of the final defeat of Athens in its epic struggle with
Sparta, and “The Apology”, a speech given by the philosopher Socrates delivered to a court in Athens where
he was on trial for his life.
Trips to performances of Greek drama – in English translations and in the original Greek – form an integral
part of the course.
Classical Civilization
The Romans spoke Latin, the Greeks spoke Greek. So what's Classical Civilization then?
In Classical Civilization, you learn about the Ancient World without using either of the original languages.
For example, Greek drama is studied not in the Greek language, but through English translations. The
advantage of this approach is that the Classical World can still be accessible to those who do not want to
continue with a classical language.
So what exactly would I be doing in Classical Civilization?
If you are fascinated by the world of the Greeks and Romans and want to concentrate on Greek and Roman
Civilisation rather than the languages, this subject is for you. Sail with Odysseus as he meets the lotus eaters
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and the Cyclops; learn what it was really like to live in an ancient city; delve into the ruins of Pompeii; study
the original Olympics and join us on the biennial trip to Greece or Italy.
The course is very flexible, with many avenues of exploration possible. Here are just a few:
Living conditions in Roman towns are examined - from the rich nobleman in his mansion to the pauper in his
attic garret. The social and legal position of men and women in Ancient Athens, with all its inequalities and
double standards, is another topic. The principles of Greek architecture are encountered for the first time,
giving you an insight not only into exhibits in museums but also the origin and nature of many of the
buildings in the modern urban environment. The writings of the Greeks and Romans are studied in
translation: Homer's Odyssey, the writings of Thucydides and Herodotus, the founding fathers of History,
Virgil's Aeneid, and plays by the great tragic and comic dramatists of Ancient Athens, Sophocles and
Aristophanes.
Classical Civilization is a very broad course which embraces aspects of many subjects - History, Literature,
Sociology, Political Theory and others, all within the fascinating world of the Greeks and Romans.
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Computing
Creating a world that doesn’t yet exist
Have you got what it takes?
So, you enjoyed using Scratch? Well you are not alone. Everyone we have spoken to loved it too. The
question now is: are you ready to get truly creative with computing?
Computing is everywhere and in
everything. It is about you and your world.
Take a look at the world around you. How close to a computer are you? When was the last time you used
one? When was the last time you were creative with one? Life without computers is almost unimaginable.
There’s nothing that doesn’t involve computing in some way.
Computing is not just about writing code for a computer. There is far more to it than that. Just look at the
amazing artwork or the surround sound and special effects that go into all the multi million pound video
games! The UK, by the way, is at the global forefront of this industry. Watch any modern film and the
special effects will show countless examples of computing in action. The music you listen to has been
engineered, compressed and transmitted all thanks to computers. Read any eMagazine and it is obvious that
even traditional professions such as journalism have embraced the technological revolution and are using
computers to create a new kind of content.
Where will your journey lead if you study Computing?
The devices we use to consume a wide range of media, whether it’s an Android phone or an iPad, are at the
heart of almost everything we do. From Facebook to the latest apps, creativity is central. Stop being a
simple consumer of software and start designing your own. If you can spot a gap in the market, if you
sometimes think, “I wish I could find an app to…” then maybe you could be the next Mark Zuckerberg.
A GCSE in Computing will give you a fantastic set of skills to do just that. But even
more than this, it will give you the skills you need for any career. You want to
become a designer, architect, engineer, publisher, medical researcher, sports coach,
music or film producer (the list is endless), then Computing is one of the best places
to start. Don’t know what you want to do with your life just yet? Perfect! Most of
the jobs that will be available when you leave university haven’t even been thought
of yet! Computing is perfect platform here too.
Mark Zuckerberg is a co-founder, chairman and chief executive of Facebook. He
majored in Computer Science and Psychology at Harvard University, where he
wrote a programme called Facemash. This eventually led to the creation of
Facebook. A billionaire by his early 20s and named as one of the world’s 100 most
influential people by Time magazine in 2012.
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“Computer Science is essential knowledge
for the 21st century” Ian Livingstone, President of games publisher Eidos
The woman behind Yahoo!
Marissa Mayer graduated from Stanford University with a degree in symbolic systems
followed by a master’s degree in Computer Science, specialising in artificial
intelligence. She joined Google as employee number 20 in 1999 where she became
their first female engineer, rising to become one of their executives. She worked on
a range of products including search, news, maps and books. In July 2012 she was
appointed President and CEO of Yahoo! According to Fortune magazine she is the
14th most powerful businesswoman in America, having been in the top 50 since 2008.
So what does the course consist of?
Computing is an intellectually challenging, yet very practical and
rewarding discipline. The course reflects this. 60% of the course, and
the marks, involves creating solutions to real world problems. These
focus on creating applications, such as mobile and web apps as well as computer
games. The rest of the marks come from a range of theoretical topics which will
help you understand how computers work and can be used to solve problems in
the world you live in.
Each year the exam board will set a choice of challenges for you to solve. You
will solve tasks from a range of interests, including:
Mobile app development
Games creation
Web design
You will create applications to solve problems based on real life scenarios and will test how well your
solutions meet the needs of the user.
We won’t know exactly what your tasks will be until you start the Fourth Form, but here is an outline of
the sort of tasks you might be asked to do:
Mobile App
You have been asked by a local transport company to develop an electronic ticketing system for students
who travel to school by bus.
The new system will be known as ‘ChipRider’. It has been invented to allow mobile phone users to buy
credit, which is stored within the phone application. This can be used to buy tickets on buses so that the
students do not need to carry cash.
When the app has been used to purchase a ticket for a journey, an e-ticket must be displayed on the screen
for an inspector to see.
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Gaming
Create a game where players control a space ship travelling around
planets in a universe. As the ship travels around the planets it
delivers supplies to various random locations before it returns to a
base camp for more cargo. It might take several journeys to
complete a mission
There is a range of different modifications a player can make to
their ship, each affecting how the ship can travel. The player must modify their ship to
maximise how it travels and what it can carry.
The player wins the game by delivering all the supplies in the fastest time.
Web
A local sports and social club have approached you to develop a website. The website will be used to
promote the facilities that the club provides for its members and to encourage people to join the club.
You have been asked to include a members only section of the website which is accessible only after
members have logged on. New members must be allowed to register whilst existing members must be able
to edit their individual profiles. There should also be a facility for members of the public to submit a form
enquiring about joining the club followed by an acknowledgment message.
“Don’t just download the latest app, help design it” Barack Obama, December 2013
FAQ How much value do universities place on Computing?
Many are actively encouraging it. For example, the University of Bath are offering lower entrance grades for
their computer science degree course if you have studied GCSE Computing. The Russell Group,
representing the top 24 universities in the UK, include Computing in their list of facilitating subjects and
recommend its study for entry into a wide range of degree courses.
Isn’t Computing just for scientists or mathematicians?
What is most important is that you are a creative thinker so that you can see as many different solutions as
possible. Artists and designers are just as valued; do people buy Apple products because of the way they
make them feel or the way they execute code? Scientists and mathematicians do tend to make excellent
computer scientists because their brains work in ways that help them to solve puzzles. However, it is not
true that you need to be good at maths and science to be good at computing.
I don’t want to be a programmer so why should I study Computing?
This course is not only for programmers. The problem solving skills you will develop are of use to
everybody. Life is full of problems and obstacles that need to be overcome. Having studied Computing, you
will be much better equipped to deal with these situations.
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What relevance is Computing to me and my life?
Computing is all about you and your life. It will equip you with many of the skills you will need in the future,
whatever you decide to do with your life. We don’t yet know what the world will be like when you get a
job but I can guarantee that computers will be used a lot more than they are today. With experience of
computing you get the chance to create the future rather than just passively letting it happen.
How much of the work is practical?
The emphasis in Computing is on designing and creating working solutions to problems. You will spend
most of your time solving practical tasks.
Can girls study Computing?
Girls are just as good at Computing as boys, they just tend to approach it in a different way. Girls tend to
be more creative in their approach to problem solving which allows them to look at things from many
different angles. Boys tend to spot a solution sooner but then don’t want to explore alternatives. Boys may
get more technical than girls, but girls are more sympathetic to how their creation will be used by others.
What was the pass rate last year?
95% A* to A
100% A* to B
“When I say, 'Hey kids, you guys should want to be scientists, technicians, engineers
and mathematicians...' I say that because I too am going to school to learn computer
science. "I'm taking a Computer Science course because I'm passionate about where
the world's going, curious about it and I want to contribute."
will.i.am
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Product Design
If you like being creative, are interested in how things work, enjoy making things and want to develop your
own ideas and opinions then this course could be for you.
What is Product Design?
You are surrounded by products that have been designed and manufactured in almost every part of your
life. If an object is man-made and serves a function then it was probably designed by a product designer of
some kind.
What happens during the 3 year course?
The Third Form will form firm foundations in designing, creative thinking and manufacture. These skills will
ensure that you deliver a quality product at GCSE. The Fourth Form will encourage you to build on these
skills and implement them within a full scale project during which you will research, design, make and test
products that could be manufactured and sold. In the Fifth Form you will sit your controlled assessment task
which will form 60% of your final grade.
What can I make?
During the three years you will have the opportunity to design and make products that fall into the
following areas: Resistant Materials, Graphic Design and Fashion/Textiles Design. You can either
concentrate on one of these areas for the whole three years or you can explore a combination of them.
Coursework and exams
One of your projects will be assessed as a piece of coursework to form 60% of your mark. The other 40%
will come from written exams at the end of the course.
Which careers could I go into with a Product Design GCSE?
Engineering, Architecture, IT, Advertising, Film, Interior design, Fashion Design, Graphic Design, Furniture,
Design, Marketing and many more.
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Product Development
Food Technology
If you have a passion for working with Food either by experimenting in the kitchen or simply following a
recipe from a book, and have a thirst for knowledge about the science, manufacture and technology of Food,
then this GCSE is a perfect choice. It sits in well with the Sciences and with exam PE.
What is Food Technology GCSE?
We have to eat food to survive. This course looks at Nutrition and Food Science. You will discover why we
need certain foods, how ingredients are combined , how they react with each other, in order to produce
Food Products for the food industry.
What happens during the 3 year course?
The course is designed to provide a wide range of opportunities for investigation through food science
experiments; designing food products and making (probably your favourite part!) through to evaluation by
sensory analysis. You will learn basic practical skills and acquire knowledge of how to develop a product for
the food industry.
Controlled Assessment
You will complete a project in the Autumn Term of the Fifth Form. This will form 60% of your overall
grade. Students will undertake a single design and make task which has been selected by the AQA
examination board. The minimum time to be spent on the project is 45 hours and should consist of
approximately 20 pages of A3 paper. This will be completed in lesson time.
Examination
Around March of the Fifth Form the exam board will send out a theme on which the design section of the
examination is based. This can be prepared in advance of sitting the examination. The remaining time will
be spent concentrating on the rest of the specification in readiness for the final paper. This is 2 hours in
length and has a 40% weighting.
Which career could I go into with a Food Technology GCSE?
Food Technology is one of those subjects taught in schools which has direct relevance to the world of
work. Study in Food Technology provides knowledge, skills and understanding which support careers in the
Food Industry. The Food and Drink Industry is the biggest employer on the UK. Examples include: Catering,
Nutrition, Consumer Advice, Media, Food Science, Product Development and many more.
Sensory Analysis
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Drama
For more information go to www.rgsdrama.net or follow us on @rgsdrama for links to artistic and cultural
news.
Drama - 3 year GCSE course
“It is because of the emotional impact of the arts that it is
possible to learn from them in ways which would otherwise
be impossible to achieve.”
This is what our GCSE examiners say about the students’ learning:
‘Overall an amazing experience. The acting ability of the candidates was
in the main of the highest standard. Some of the performances would not have been out of place on the professional
stage. The day was extremely well organised with a large and exceptionally well behaved, knowledgeable audience.
The school is to be congratulated on the way they have approached and engaged with the exam.’
(WJEC GCSE Exam Report)
The work of the centre was characterised by a meticulous attention to detail in all aspects of production: sound
effects and music, lighting, props, costume and setting were of a most professional standard. The plays chosen for
performance were both demanding and varied, providing a sustained dramatic challenge for the performers, who
showed an excellent understanding of the given circumstances of the pieces. The student journals were some of the
best the examiner has seen, being detailed, exploratory and relevant.
(WJEC Exam Report GCSE Exams)
The department has some of the most successful value-added results in the
school. 93% of those sitting the qualification achieved an A* or an A
Grade in summer 2013.
Will I enjoy this course?
You will enjoy this course if you want to study a subject that is practical,
creative and academic in its approach. You must enjoy learning with others:
the subject is collaborative in its practical and experiential learning approach.
What are the aims of the course?
This three year G.C.S.E. encourages you to develop:
An understanding of, and response to, play texts and an appreciation of the way playwrights achieve
their effects.
An awareness of social, historical and cultural contexts through the performance of plays and
improvisation.
Increased self-awareness.
Skills of creativity, self-confidence, concentration, self-discipline and communication.
A passion for all areas of the Arts
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The most vital thing for us is your Skill Development. Drama students learn …
to be CURIOUS
to have COURAGE
to EXPLORE and INVESTIGATE
to EXPERIMENT
to develop their CREATIVE IMAGINATION, which is a powerful tool
to yoke creativity to REASON and DISCIPLINE
to be REFLECTIVE
Drama students are powerful learners: they have the virtue of sociability. This ability to be flexible within
disciplined teams is what employers love about a Drama student!
What is GCSE Drama all about?
“Theatre is one of the oldest forms of cultural expression, which has continually evolved in response to changing
social, political and cultural landscapes. Theatre students must find new forms, new sites, new audiences and new
subject matter as it offers a provocative response to the burning issues of our times: the status of the body,
globalization, cultural diasporas and the environment, to name but a few.’
Devised Practical Performance 40%
Devised Performance Report 20%
Performance from a Text 20%
Written Examination 20%
PLUS (and this is the good bit) because we have three years, there is the possibility that you may have the
opportunity to extend your GCSE to get an extra, juicy qualification called an EPQ.
If the GCSE EPQ were to be offered, you might want to direct a production, write a play and put it on
with your own technical team; choreograph a dance piece; investigate how the Arts can impact on Society;
anything you have a passion about can be accommodated!
The Written Examination (40%)
You will sit a 1hour 30 minute exam
• One section will assess your ability to analyse a set text as an actor, designer and director.
• One section will ask you to critically evaluate your performance as an actor during the course.
So you will:
• Study one text from performance, directorial and design perspectives.
• Study the theatrical, social and historical background to the text.
• Write detailed essays on performance aspects of the text.
• Keep detailed journals of your practical work.
• Write detailed, critical evaluations of your practical work.
The Practical Component (60%, assessed during the course)
“Great plays endure through time because they address critical human
issues that are still vital to culture.”
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A
You will take part in a wide variety of practical work, involving both performance and design and will offer
two practical pieces for assessment.
You will present:
i) a devised piece of drama influenced by a style, genre or practitioner (40%)
ii) a scripted piece of drama (20%)
Some of the marks on this paper are awarded for your preparation and exploratory work as a group
member, and some for the performance itself. Some of the marks are awarded for your ability to
compare your work with leading theatre practitioners.
So you must be a good team player who enjoys research; someone who enjoys going to the
theatre, as well as a good performer.
There will inevitably be the need for after-school rehearsal, but devising and performing is a particularly
exciting part of the course.
Your hard work in rehearsal will be rewarded by a real sense of achievement – the creation of your own
work of theatre.
For both practical assessments you will keep a regular diary of your work- a working notebook. This gets
sent off to the exam board along with a 1,500-word essay, in which you analyse your group and your own
performance in the devised piece. This piece of coursework is done under CONTROLLED CONDITIONS in
school time. So, you need the ability to be self-aware and analytical about your work.
B
You get a chance to go to see lots of live theatre, either locally or in the West End. This allows you to see
a range of style and genres. You will submit notes in which you critically comment on the productions,
rather like a theatre critic. This gives you the chance to compare what you see with your own theatrical
experiences and write about the actors, the designers and the director. You will need to enjoy offering
your opinions and be willing to go and see a range of live theatre productions. This will mean
late nights out at the theatre!
Why do GCSE Drama?
The course will greatly enhance your cultural experience and provide you with a whole range of personal
and group disciplines. Furthermore, the social and communication skills developed as an integral part of the
course are invaluable.
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In addition, by insisting on informed, accurate and critical analysis in all academic work, the course develops
and deepens your intellectual abilities.
The course is not, and cannot be, an actor’s training course but lessons will demand a full participation in a
range of activities.
A lively interest in all aspects of the theatre is desirable in any student considering this subject
as an option.
What could I do next with GCSE Drama?
Many things. At Reigate Grammar School, you can use your Drama qualification as a stepping-stone to an
AS or an A2 in Theatre Studies in the Sixth Form. But, it is equally rewarding to take a GCSE in Drama for
its own sake, perhaps to complement your other subjects. Or you might wish to go into a job where you
will need the skills developed during this course. Whether you choose an academic, artistic, commercial or
industrial career, the chance to work together to create exciting theatre and develop your own independent
passion is an exciting prospect.
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Geography
“More than ever we need the geographer’s skills and foresight to help us learn about the planet – how we use it and
how we abuse it.” Michael Palin
Why study Geography?
The importance of Geography
We live in a world of amazing beauty and infinite complexity. Geography is the subject which opens the
door to this dynamic world and prepares each one of us for the role of global citizen in the 21st century.
Through studying geography, you begin to appreciate how places and landscapes are formed, how people
and environments interact, what consequences arise from our everyday decisions, and what a diverse range
of cultures and societies exist and interconnect. Geography is a subject which builds on your own
experiences, helping you to formulate questions, develop intellectual skills and find answers to issues
affecting our lives. It introduces you to distinctive tools such as maps, fieldwork and the use of powerful
digital communication technologies. It opens your eyes to the beauty and wonder around us and acts as a
source of inspiration and creativity. More than this, it will allow you to appreciate the complexity of
attitudes and values which shape the way we use and misuse the environment. Through geography, you’ll
learn to value and care for the planet and all its inhabitants.
You will find that Geography at IGCSE is an interesting, relevant and challenging subject; equally important is
that students enjoy it. A significant number continue to A2 and to Geography or related subjects at
university including marine geography, oceanography, GIS and environmental science.
Results:
2013 %A* %A* and A %A* - B %A* - C
Grade 48 73 98 100
Syllabus: Edexcel IGCSE
http://www.edexcel.com/migrationdocuments/International%20GCSE%20from%202011/UG030050-International-GCSE-in-Geography-master-booklet-spec-SAMs-for-web-220212.pdf
Structure of the syllabus and exam paper:
Section A Section B Section C Section D
The natural
environment
Coasts
Hazards:
- Hurricanes
- earthquakes
- volcanoes
People and their
environments
Industry / energy
Urban environments
Fieldwork
Questions relate to
topics in Sections A
and B.
Global Issues
Globalisation and
migration
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There is no coursework for the IGCSE Geography exam
The single examination paper of 3 hours consists of questions requiring short and extended answers,
graphical and data questions and fieldwork questions.
Section A
The natural environment and
people
Complete two of the three topics:
1. River environments
2. Coastal environments
3. Hazardous environments
Visit the school weather station at:
http://rgsweather.com/
http://rgsweather.com/
C
Section B
People and their environments
Complete two of the three topics:
4. Economic activity and Energy
5. Ecosystems and rural environments
6. Urban environments
Urban environments: safe, attractive, threatening?
The impact of globalisation?
Section D
Global issues
Complete one of the three topics
9. Fragile environments
10. Globalisation and migration
11. Development and human welfare
Section C
Fieldwork
Complete two of the four questions.
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Fieldwork: Students need to carry out a variety of
fieldwork exercises. Details of these will be given at a
later date. It should be noted that fieldwork is a
requirement of the course. All the necessary
techniques will be demonstrated, with ample
opportunity to consult with your teacher. Exam
questions will focus on the acquisition of a range of
geographical skills.
Geographical enquiry encourages questioning,
investigation and critical thinking about issues affecting the
world and people’s lives, now and in the future. Fieldwork is
an essential element of this. Pupils learn to think spatially and
use maps, visual images and new technologies, including
geographical information systems (GIS), to obtain, present
and analyse information.
Careers: Geography provokes and answers questions
about the natural and human worlds, using different
scales of enquiry to view them from different
perspectives. It develops knowledge of places and
environments throughout the world, an understanding
of maps, and a range of investigative and problem
solving skills both inside and outside the classroom. As
such, it prepares pupils for adult life and employment.
Geography is a focus within the curriculum for
understanding and resolving issues about the
environment and sustainable development. It is also an
important link between the natural and social sciences.
Fieldwork:
Fourth Form students at
Cuckmere Haven
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History
GCSE Modern World History
The Modern World History course is interesting, exciting, vital and
relevant in terms of its content, the skills and attitudes it develops
and its major contribution towards citizenship.
Content
These are just some of the questions you may come across in
studying Modern World History at GCSE:
What was the impact of the First World War? How do you explain
the rise of Adolf Hitler and the Nazis? What was Nazi Germany
like for women, for children and for Jews? Why did the Holocaust
happen? What caused the Second World War? What happened in
the Second World War? What was the impact of the Second
World War? Why was the atom bomb dropped? What is
communism? What was the Iron Curtain? Who fought the Cold
War? What happened in the Cuban Missile Crisis? Why was the
Berlin Wall built? Why was it pulled down? What was life like in
America in the 1920s? Who were the flappers, and why were there
so many gangsters in the 1920s? What was the Wall Street Crash?
How successful is the United Nations? Why has Europe become
more united?
We shall begin the Third Form with a unit of study based
on empire and the slave trade, and we will then follow this
through to explore race relations in the USA 1955-68. The
formation of the Ku Klux Klan, the segregation laws, and Rosa
Parks and the Montgomery Bus Boycott all form part of this unit,
and along with an investigation into the role of Martin Luther King,
it will provide students with an excellent understanding of, and
insight into, modern day America.
Skills
In order to understand and develop answers to these questions you
will learn a range of important skills which are directly relevant to
understanding the world around you and the world of work. For
instance, you will learn how to research, interpret, analyse and
evaluate all kinds of sources of information (a skill vital in our
information age); you will learn how to communicate your ideas
effectively orally, visually and in writing; you will develop the skills
needed for successful argument and analysis.
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Understanding
Through study of different societies (in America, Germany and
Britain) we hope you will also develop a real and deep
understanding of the world around you and an appreciation of
the nature of our own society by contrast with others. For
instance, you will examine key ideas and values of the 20th
century – freedom, democracy, nationalism, communism,
fascism; your social and economic understanding will be
enhanced by examination of the causes and effects of, for
instance, boom and bust in America and Germany, and the
impact of war. You will study different cultures and consider
the impact of scientific and technological change.
We aim to develop understanding of the nature of cause and
consequence in human affairs, and of the nature and impact of
change.
The Syllabus – AQA Modern World History
Students will be assessed partly by examination (75%) and
partly by controlled assessment (25%). There are two
examinations. Paper 1 is based on International Relations from
1919-1960 and Paper 2 is based on The Roaring 20s, USA
1919-1929, Hitler’s Germany, 1929-1945, and War in Vietnam
1954-1975. Both examinations use source work as well as
testing knowledge and understanding of the course as a whole
through your ability to analyse and evaluate events. The
coursework, known as controlled assessment, involves a study
of both the First and Second World Wars.
Teaching and learning will be varied: there will be source
work, discussion and group work, presentations, newspaper
reports, investigations and research, short and long answer
questions, debates and others!
You will be studying a vital and highly regarded academic
subject in which, you will find variety, interest and stimulus.
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Jenny and her French pen-friend
enjoying a day at the French school
Understanding Spanish Culture and
festivals and comparing them with
British traditions.
Modern Languages
(French, German and Spanish)
Why learn Modern Languages?
Studying one or two modern languages at iGCSE and beyond is very fulfilling in itself but it also enables you
to discover different cultures and ways of life and enhances opportunities at university and in many
professions. Being able to express yourself in a foreign language is both a joy and a real achievement and
GCSE languages enable you to do this.
One or two modern languages?
There is a misconception about learning two modern languages being
difficult and people assuming that you will mix up the two languages a lot.
This is not the case and in actual fact, learning two modern languages will
involve the same skills and roughly the same topics as learning one language.
You therefore end up using your knowledge and skills in both languages and
this facilitates your learning and your listening, reading, speaking and written
skills. What you learn in one language will be so easily transferable into the
other language you are learning!
Your future prospects will be enhanced with a good knowledge of two modern languages and you will enjoy
comparing the cultures, the linguistic aspects and be able to converse with an increased number of people.
What is studied in the Third, Fourth and Fifth Forms in Modern Languages?
In the Third Year, pupils continue to learn new structures, vocabulary, grammar and topics to enhance their
language skills and understanding of the culture of the countries where that language is spoken. They also
continue to develop their ability to communicate in greater detail including personal opinions on a variety of
topics in different tenses.
The actual iGCSE course starts in the Fourth Form when the language increases in
richness and depth. There is no coursework and the syllabus used is Edexcel,
studied through a variety of resources, textbooks, magazines and multimedia
software. It is a topic-based course and includes the topics of the family, holidays,
travelling, local environment, education, personal identification, food and many
more. It is an attractive course and pupils learn how to cope with communicating
about themselves as well as discussing topical issues such as leisure activities and
preferences, the dangers of smoking and reasons for or against school uniform.
“A different language is a different vision of life.”
Federico Fellini
“If you talk to a man in a language he understands,
that goes to his head. If you talk to him in his
language, that goes to his heart.” Nelson Mandela
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Pupils are increasingly able to express ideas and opinions on a variety of matters, including the environment,
friendships and the media but they can also manage everyday conversations in the foreign language.
The concept of reading for gist rather than detail is further developed, and there are authentic details on
everyday life in mainland Europe which are of particular interest. Students study more of the structures and
grammar of the languages and pupils gain satisfaction from being able to express themselves more fully and
with increasing confidence on a wide choice of subjects.
The knowledge gained in the fourth year is developed in the Fifth Form as pupils produce increasingly
sophisticated language. Existing oral and written skills are developed as more words are introduced, along
with key phrases and a richer selection of topic-specific vocabulary. Spelling and grammar continue to be
developed through stimulating exercises.
Languages exams …
Pupils take the iGCSE examination in the four language skills – Speaking, Listening, Reading and Writing.
Oral language is important, and pupils are expected to be able to communicate ideas and opinions on a
variety of topics such as relationships, holidays and school. There is the opportunity to speak with the
languages assistants on a regular basis (weekly or fortnightly).
The iGCSE consists of the following components:
Speaking - 25% of the overall mark: an oral examination in two parts; talking about a chosen photo and
conversing about different topics. The examination is conducted and recorded by the teacher.
Listening - 25% of the overall mark: questions and answers in the foreign language and in English in
response to recorded items.
Reading - 25% of the overall mark: questions and answers in the foreign language and in English on a
selection of letters, articles and short passages.
Writing - 25% of the overall mark: two compositions (50 words and 150 words) in the target language in
response to tasks on the topics studied.
Opportunities outside the classroom:
Modern linguists in the Third, Fourth and Fifth Forms can take part in various competitions, clubs and events
organised by the Department, including St Nikolaus Fest, a poetry translation competition with The
Guardian, a weekly Mandarin club, involvement in our Junior Linguafun club to help enthuse First Formers.
Each year, we also organise plays in the different languages with a theatre company who comes to RGS.
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French
In the Third Form, students learn much
about Paris and study the acclaimed
French film “Au revoir les enfants”,
learning about the Nazi occupation.
Students learning French are also encouraged to go on our Fourth Form Exchange with a prestigious and
well regarded private school near Lille (northern France) where they stay with their penfriend’s family,
discover the Lycée and attend lessons, visit local cultural and historical attractions and more generally learn
in-vivo about French life and French culture. French and English students communicate with each other
through different means and always enjoy the opportunities and the immersion provided. Some even
continue to correspond in the Sixth Form!
German
As part of their German IGCSE course students have the
opportunity to practise their German language skills during
the Exchange Programme with a grammar school in Aachen,
where students will stay with German host families. There is
also a cultural and linguistic visit to the cosmopolitan capital
of Berlin.
Spanish
The Fourth Form go to Cantabria where we are linked with a local school. Students exchange emails and
letters in preparation for the visit. Activities whilst there currently include lessons in the morning and
cultural events in the afternoon. Pupils thoroughly enjoy the first-hand linguistic opportunities and come
back with a renewed sense of purpose, and much improved grammar and accent!
Learning about the Spanish speaking world
Fourth Form Trip to Cantabria: at the
top of the “Picos de Europa”
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Music
Why would I want to study Music GCSE?
Well, do you like music? There are very few people in the world who don’t. Music is an integral and vital
part of life. Here are two quotes, one about music, and the other about music students:
“Music is everyone’s possession.” (John Lennon, member of The Beatles)
“A Music qualification is the most useful. Music students can multi-task,
manage people, are sensitive and can perform in public” (Admissions tutor,
Cambridge University).
Music washes the dust off everyday life. Listening to music inspires,
energises and relaxes people. Music speaks to people from all cultures
and walks of life. Being able to play and write music is an ability that
everyone will envy you for.
What is the course like?
As you might expect, more than half of the course is practical and there is a lot of playing, composing and
listening to music from all styles and from all over the world. GCSE Music offers tremendous variety and
diversity – not only will you be dealing with music you are already familiar with, but you will be encountering
a lot of new music as well.
The course divides up as follows:
Performing
You will perform solo and as a member of an ensemble. There
is no performing to an examiner – all the assessment is by your
teacher. As this is coursework, you can have as many goes at
performing as you like. Those who are good at Music
Technology can do a computer music option instead of
performing.
Composing
We teach you to compose from scratch. You can compose in any style you like, and for any instruments.
With our excellent live and studio facilities, you will have all you need to produce great compositions and a
lot of one-to-one support from your teacher. Over the three years of the course you’ll write a number of
pieces, and will submit your best two for GCSE.
Listening and Appraising You will study four areas of music:
• Western Classical Music. You will be studying choral, orchestral and piano music from the Classical
tradition, with three set works.
• Music in the 20th Century. You will be studying three very different pieces from the last century, including
minimalist music for electric guitar, songs from shows and orchestral music.
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• Popular Music in Context. You will be studying pop music from different styles, with three set works
covering jazz, rock and dance music.
• World Music You will be studying music from other cultures of the world, including African, Indonesian
and Celtic folk music.
At the end of the course you will sit one 90-minute written paper, which will consist of questions asked
about the 12 pieces that you have studied during the course.
What about resources and facilities?
The Music School has outstanding facilities for you to use in your GCSE Music course, and it is all available
to our GCSE students. Whether you need iMacs, a recording studio, pianos, keyboards, guitars, drums or
even a sound-proof room, the Music School has all of these things and more.
But surely the music course is only for those who are experienced at playing instruments?
Not as experienced as you think, probably. You need to be learning an instrument or singing with a view to
being at least about grade 5 standard (you don’t have to have taken actual grade exams) by the end of the
Fifth Form. That’s three years away – so you might only be at grade 2 at the moment. You need to be
interested in music and to have a broad mind, and to be willing to ‘give it a go’ as far as composing is
concerned. The course is hugely rewarding and has something for everyone.
What will the lessons be like?
GCSE Music lessons are never boring and always extremely diverse. You’ll be studying an in-depth course
on how to compose songs and instrumental music, engaging in all sorts of playing music, and listening to and
learning about music from all genres and styles. Teaching is often on a one-to-one basis and there is a lot of
encouragement to use our website and blog to extend and share your love of music.
If you love to play music, want to learn to write music better, and love listening to music, then GCSE Music
is the course for you!
Find out more by reading the blog, watching the videos and hearing the music at
www.reigategrammarmusic.com.
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Religious Studies: Philosophy and Applied Ethics
What is Philosophy & Ethics?
Philosophy is the study of how people think; it is the study of politics, legal
systems, and the very way in which society and cultures work.
Ethics is the study of the language we use to describe actions and why certain
actions are considered "right" or "wrong" and what we mean by important words
like good and bad, right and wrong. This is particularly important when analysing
medical ethics like abortion, euthanasia and embryo research.
Why choose P&E?
Many students enjoy P&E because it gives them the opportunity to form their own
views and argue them. P&E doesn’t teach you what to think; it teaches you how to think. It examines many
of the big questions that humanity has asked for millennia, as well as many of the big ethical dilemmas that
we face in the 21st century.
As well as being a fascinating subject, P&E teaches knowledge and skills that are valuable
for a wide variety of university courses and future careers, including law, politics,
medicine, science, media and business. It teaches you to think critically, analytically and
logically, and to develop and defend your own arguments. The course is highly regarded
by universities.
What can I do with it?
You will be taught to demonstrate your knowledge, understanding and evaluation of
often complex contemporary political, social and moral issues. You will be taught to balance
contradictory evidence and opinions in equal depth and then to show understanding of the
various effects of these opinions and philosophical views upon the world in which we live.
Finally you will be required to evaluate these world views and reach a balanced judgement in
the light of all of the evidence. These are key skills if considering a career in the law,
medicine, economics as well as politics and journalism.
• A Decision Maker
Business and the Civil Service need people who can make decisions. Right from the Boardroom to the shop
floor, decisions are the means by which money is made and lost. Studying Philosophy & Ethics is good
training for decision-makers. When writing essays you take information from various sources, weigh it up
and then adopt and defend a point of view whilst then balancing opposing arguments and evidence in order
to reach a decision. This is an exact description of how a manager makes decisions.
• Self-Challenger
The most demanding part of the course is the realisation that we all bring to any
discussion our own ideas and prejudices. We will be challenged to realise that
we hold opinions not shared with the rest of humanity. The course will
challenge views of the world including our own. The ability to recognise our
own and other people's views is an invaluable tool in deciding how to act and
react to people and situations.
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• The Human Factor
Industry, politics, the law, the professions - they are all to do with how people interact with one another.
Philosophy & Ethics is the study of human nature and the way in which human emotions, beliefs and actions
affect the world we will inherit.
• The Abstract
Many people find it difficult to understand abstract concepts - things that cannot be seen. This is the basis of
Philosophy & Ethics and this GCSE will give you a qualification in an area where you will have had experience
of wrestling with ideas. Ideas jobs require innovation and the ability to make changes because all changes are
abstract until they are implemented and all employers look for people who can make and manage change.
What do people think about it?
The most ancient universities in Europe were established for the study of Philosophy and Theology. These
subjects are therefore well established and respected disciplines for entry into a variety of jobs, not least the
law and medical professions, because of the topics covered in the syllabus.
Here is what a few people say about Philosophy in the "real world":
"…people who have studied philosophy are more interesting to employers in the media ….." (Rustom Irani,
Journalist, The Times)
"… any student of right and wrong would have a good grounding in the essential problems of policing and the law
…" (Kevin O'Connell, Metropolitan Police)
"Philosophy is one of the most general arts courses … it demands a working knowledge of
language, geography, social groups; evidence has to be weighed for historical judgements
of sequence and probable cause of events … the eternal concern of right and wrong
……" (E Burge, Dean of Science, London Universit)y
What would I study?
There are two sections of study: Philosophy and Ethics, like most of the GCSE subjects you will study here,
will have four examinations. There is no coursework component.
The following modules are covered in the Philosophy side of the course:
End of Life
Is there an afterlife? What’s the evidence? What is it like? Is there a heaven and hell? How do we mark
the end of a person’s life?
Belief about Deity
Is there a God? If there is a God, what is he/she/it/they like? Is God involved in the world? Does he do
miracles? Was Jesus God?
Good & Evil
What are good and evil? Why do bad things happen to good people? If God exists, why does he allow
suffering? Are humans good or bad by nature?
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Religion & Science
Has science disproved religion? Can modern science be combined with
religion or are they contradictory? How should we treat the environment?
The following modules are covered in the Ethics side of the course:
Peace & Justice
Is it ever acceptable to use violence or go to war? How should we respond to
unjust governments? How should we treat criminals?
Human Relationships
What kinds of sexual relationships are acceptable? Does marriage
matter in the 21st century?
Equality
Are all people equal? Why? If so, how can we ensure that everyone is treated fairly?
Medical Ethics
Abortion? Fertility Treatment? Euthanasia? Animal Testing?
Poverty & Wealth
Do rich nations exploit poor nations? Should we help the poor? How should we use our
money?
FAQs
Is it RS?
The GCSE we offer is one of a range of Religious Studies options. However, unlike the Lower School
course, the focus is on the issues rather than the religions — we use religious ideas as a way into
considering the philosophical and ethical questions.
What other subjects does it go with?
P&E draws from many other subjects, and therefore fits well with most combinations. P&E encourages the
logical thinking and examination of evidence that come from maths and science subjects, but also draws
from the more descriptive aspects of humanities subjects. P&E functions well both as a contrasting subject
for students focused on a science or an arts route or as a general subject for those who want to keep all
their future options open.
How hard is it?
Philosophical thinking is challenging but it is fun. You need to be prepared to think for yourself, but the
grades from previous years suggest that those who are willing to do this are able to attain very high grades.
Is there lots of writing?
The subject is essay-based. However, the exams follow a simple five-part structure and it is easy to learn
the techniques to write effective answers in order to score high grades.
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Science
IGCSE Biology
Have you ever wondered about questions like these?
• What is DNA finger-printing?
• Why does your skin become wrinkled after a long spell in water?
• What happens to your food once it’s inside you?
• How long can a seed survive before it dies?
If so, you are already thinking about biology!
Biology (or the study of living things) will teach you about topics such as:
• cell activity
• processes occurring inside animals and plants
• hormones and drugs
• genetics and inheritance
• human impact on the environment
• disease and its control
• genetic engineering
• using micro organisms in industry
Learning Biology is important if you want to follow a career in areas such as Medicine, Dentistry, Marine
Biology, Ecology, Health Care, Veterinary Sciences, Botany, Teaching and Environmental Studies.
We follow the Edexcel syllabus and begin our work at the start of the Third Form. Examinations are taken
in the fifth year and consist of two papers. There is no coursework.
The course aims:
• To give you biological knowledge which you can use in your everyday life.
• To think scientifically and understand something of how scientific ideas have developed.
• To plan, carry out and evaluate biological investigations.
• To consider ethical, health and life issues.
• To present your findings clearly and logically, using ICT where appropriate.
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Science
IGCSE Chemistry
Chemistry affects every one of us, every day of our lives. Look around you. Is there
anything to which chemistry has not made a substantial, often essential, contribution?
Even the document you are reading here has relied upon chemists who manufactured
the paper and ink etc. The fascination of understanding how things around (and inside)
us work at the molecular level makes chemistry an essential part of our modern
society.
Some people regard chemistry as a dirty, non-green subject. They are quite wrong! The reality is that if
you wish to do something about, for example, environmental pollution, a thorough understanding of
chemistry is essential. Today's chemists are at the forefront in helping to control, reduce and avoid
pollution.
We follow the new EdExcel International GCSE course which is assessed by two written components (there
is no coursework):
• 2 hour exam
• 1 hour extension exam
The syllabus content contains topics on:
• Atomic Structure and Bonding
• Inorganic Chemistry – Chemistry of the elements / The Periodic Table
• Organic Chemistry – Oil and Carbon Chemistry
• Physical Chemistry – Rates of reactions, electrolysis and Reversible reactions
• Quantitative Chemistry - Calculations
• Reactivity Series and Extracting metals
• Acids, Bases, Salts and Neutralisation
• Experimental and investigative skills
Studying chemistry unlocks a wide range of exciting careers from Medicine to Environmental Science.
Chemistry students learn to solve problems, analyse data and carry out research. These skills are highly
sought after and are valuable in all types of employment.
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Science
IGCSE Physics
Chances are you've already read the biology and chemistry information pages. We can't offer blowing things
up or dissections, instead we offer you the chance to study everything in the entire universe in addition to
how to wire a plug (there is some other stuff in there too but I'm trying to keep things concise).
Next year you will begin to study for your IGCSE by stating the forces and motion topic. Studying physics is
not just about dry facts and gravity, it allows you to gain an understanding of how the world around us
works and allows you to make predictions.
Throughout the IGCSE we focus on seven different topics:
• forces and motion
• electricity
• waves
• energy resources and energy transfer
• solids, liquids and gases
• magnetism and electromagnetism
• radioactivity and particles
We cover these topics from a practical basis, which provides a greater
breadth and depth of understanding. In addition to practical work there is
plenty of time for working through exam style questioning. The IGCSE
Physics course is very thorough and leads on extremely well to the A Level
course.
People who study Physics have access to a wide range of exciting careers
ranging from engineering & nanotechnology to climate change and medicine.
Physics pupils learn to problem solve, analyse data and carry out research.
These skills are highly sought after and are valuable in all types of employment
. If you have any questions please come and see Mr Saunders or any other
member of the Physics department.
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Sports Studies
An introduction to the new OCR GCSE Physical Education Course:
Comprises 50% practical, 40 % theory (two 1 hour written examinations) and 10% controlled
assessment tasks.
The two examination papers comprise of multiple-choice questions worth 15 marks as well as short
answer and extended response questions worth 45 marks.
You do not have to be a superstar to do the course - all you need is a keen interest in sport and a
willingness to learn.
You have lots of choices as to which sports you want to focus on and submit. You will not be forced
to submit a sport you are not happy with.
You will be given every opportunity to consolidate and develop existing skills, as well as having the
opportunity to explore new and different sporting challenges.
You will have the opportunity to develop your skills as an official and/or a coach in a sport you feel
confident about.
If you choose this option you will get extra practical sports lessons on top of your normal PE and
games periods.
You will also get regular classroom lessons to learn and consolidate skills relating to the theoretical
part of the course.
The course will be structured so that many of the theoretical aspects will be taught in a practical
environment, which should make the learning of new skills interesting.
You do not have to submit your final sporting practical choices until the spring term of the 5th year,
so we have plenty of time to develop skills before finally choosing.
If you want some variety in your GCSE choices and are keen on sport you should give this option
serious thought.
Having variety in your GCSE’s is considered by some as being an advantage when moving on from
GCSE level, and PE will certainly help provide some variety.
If you enjoy your sport you will find it an interesting, challenging and ultimately rewarding
area of study.
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Theory Paper
The main areas of study include:
The key concepts in Physical Education.
The key processes in Physical Education.
Opportunities, pathways and participation.
Developing skills, techniques and motivation.
Developing physical and mental capacity.
Informed decision making using the principles of training and safe exercise.
Practical Performance
You have to submit FOUR separate performances which combined are worth 50% of your final grade.
These FOUR performances must come from at least TWO different activity groups (see the seven activity
groups for details).
All you have to make sure of is that your fourth choice comes from a different activity group to the one
used for your first three choices.
Each of the performances is marked out of a max of 25.
You may be assessed as a coach or official/referee in one of your chosen activities.
If your chosen activity does not appear in the seven groups, it may be possible to gain permission from
the exam board to use it.
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Controlled Assessment Tasks
There are two controlled assessment tasks which combined are worth 10% of your final grade.
You are given two hours to complete each task in supervised conditions. In preparation, you will carry
out several weeks of planning tasks.
The first task is Analysing Lifestyle, which requires you to look at the lifestyle of someone you know
and plan ways in which they could bring about positive changes, in order to improve their health and
well-being.
The second task is Analysing Performance, which requires you to analyse your skills and technique in a
chosen sport and to implement training plans in order to improve your overall performance.
Practical Options and Groups for the OCR Exam PE Course
Invasion Games
Football Basketball Gaelic Football Goalball Handball Hockey
Hurling Ice Hockey Lacrosse Netball Roller Hockey Rugby League
Rugby Union Water Polo
Striking Games
Cricket Rounders Softball
Net, Wall and Target Games
Archery Badminton Eton Fives Golf Racketball Squash Table Tennis
Tennis Volleyball
Gymnastic Activities
Figure Skating Gymnastics Rhythmic Gymnastics Trampolining
Combat Activities
Boxing Fencing Judo Karate Tae Kwon Do
Dance Activities
Required Response Dance Contemporary Dance Aerobics
Athletic Activities
Cross-Country Running Cycling Resistance Training Rowing Athletics
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Controlled Assessment – Information for Parents
and Internal Appeals Policy
This policy applies to controlled assessment which is conducted and marked in school and moderated by the
examination board. Reigate Grammar School is committed to ensuring that teacher assessment of students’
work for external qualification is done fairly, consistently and in accordance with the specification for the
qualification concerned. Assessments are conducted by staff who have appropriate knowledge,
understanding and skills, and who have been trained in this activity. The school is committed to ensuring
that assessment evidence provided by students is produced and authenticated according to the
requirements of the relevant specifications for each subject. Where a piece of work is marked by different
teachers, internal moderation and standardisation will take place to ensure consistency.
To ensure that each student gives their best performance in these controlled assessments, the school
ensures the following:
The Head of Upper School coordinates with Heads of Department to produce a schedule of controlled
assessments in order to spread activities, where possible, throughout the Fourth and Fifth Forms. A
copy of this schedule can be found on the school website;
The Head of Upper School, together with the Deputy Head (Academic), maps overall resource
management requirements to enable students to have access to the facilities they require;
Heads of Department will manage the appropriate and permitted level of preparation with students and
standardise internally the marking of all teachers involved.
Parents can help by encouraging students to keep school absence to a minimum, particularly during periods
of controlled assessment.
Due to the nature of controlled assessment, it is not possible for students to repeat an assessed activity. If
there are exceptional circumstances leading to a student not completing an activity (eg a serious illness), the
Head of Department will endeavour, where possible, to make alternative arrangements. Parents and
students must understand that this may prove difficult particularly for activities involving extended periods of
work.
Internal Appeals
1. Enquiries about controlled assessment marks should initially be addressed to the teacher responsible
for assessing the work.
2. The teacher will provide the student with details of the marks awarded and explain whether
marking/internal moderation is complete. If examination board regulations allow, the teacher will
discuss with the student the reasons for awarding the mark.
2. If the student is still feels that the piece of work has not been marked according to examination board
standards, a formal appeal in writing may be made to the examinations officer within seven working
days of the student receiving the final mark. The piece of work will be re-marked by the Head of
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Department. The student and parents must be made aware that the appeal may result in the mark
staying the same, going up or going down.
5. The student and parents should be informed of the result of the appeal within five working days.
6. If the teacher has doubts about authenticating a piece of work, these will be raised with the student at
the earliest opportunity. The student will be given a chance to remove material which cannot be
authenticated or to undertake an alternative task if this is practical. The Deputy Head (Academic), Head
of Upper School, Head of Department, Examinations Officer and parents will be informed in all cases
where work cannot be authenticated. If malpractice is suspected whilst the controlled assessment is
occurring then it should be investigated immediately and if necessary, the Deputy Head (Academic)
made aware.
7. The examination board will be informed if the findings of any appeal are not likely to be final by the
date of the last externally assessed paper in the subject.
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GCSE Level Results
2013 GCSE results 3 year average results
Department Entry A* (%) A*-A (%) Entry %A* %A*-A
Art 26 26.9 76.9 31 15 47.8
Biology 93 67.7 92.5 79 59.5 84.6
Chemistry 93 58.1 86 79 58.6 83.3
Classical civilisation 10 0 0 9 14.3 28.6
Drama 43 48.8 93 43 61.1 93.5
Design Technology 13 53.8 100 21 37.7 82.9
English Literature 141 28.4 69.5 137 22.9 67.2
English Language 141 36.2 70.9 137 29.7 66
Physical Education 35 25.7 57.1 31 22.9 53.7
French 59 47.5 71.2 63 32.4 54.1
Food Technology 5 60 80 6 53.3 74.3
Geography 82 42.7 72 82 32 63.6
Greek 14 42.9 92.9 12 35.4 70.4
German 7 28.6 85.7 9 36.4 67.4
History 102 45.1 67.6 90 45.4 74.9
Computing 21 28.6 95.2 19 29.7 74.5
Latin 43 60.5 83.7 47 47 78.9
Mathematics 141 48.2 79.4 137 43.6 80.6
Music 17 17.6 52.9 21 28.2 69.9
Religious Studies 49 34.7 73.5 53 53.9 81.4
Physics 93 59.1 90.3 79 58 84.5
Science 96 19.8 35.4 117 31.2 57.7
Spanish 75 40 60 74 38 59.1
School 44.2 74.6 39.9 71.5